Interactive application adapted for use by multiple users via a distributed computer-based system

ABSTRACT

A processing device causes a selection of a multimedia module to be detected. The processing device renders, during a first mode of operation, a dynamic navigation flow control in association with first multimedia content of the multimedia module, wherein the rendered dynamic navigation flow control indicates a first navigation position. The processing device stores a first result to memory obtained by execution of an interactive event during the first mode of operation. Based at least on the first result, a second mode of operation is entered. During the second mode of operation, the dynamic navigation flow control is re-rendered in association with second multimedia content of the multimedia module, wherein the re-rendered dynamic navigation flow control indicates a second navigation position.

INCORPORATION BY REFERENCE TO ANY PRIORITY APPLICATIONS

Any and all applications for which a foreign or domestic priority claimis identified in the Application Data Sheet as filed with the presentapplication are hereby incorporated by reference under 37 CFR 1.57.

BACKGROUND Field

This document relates to systems and techniques for rendering contentand to content navigation tools.

Description of the Related Art

Conventional interactive systems exist. However, such conventionalsystems do not adequately provide dynamic interactivity with users.Further, accessing content in such conventional systems is often acumbersome, confusing process.

SUMMARY

The following presents a simplified summary of one or more aspects inorder to provide a basic understanding of such aspects. This summary isnot an extensive overview of all contemplated aspects, and is intendedto neither identify key or critical elements of all aspects nordelineate the scope of any or all aspects. Its sole purpose is topresent some concepts of one or more aspects in a simplified form as aprelude to the more detailed description that is presented later.

An aspect of the present disclosure relates to a system, comprising: aprocessing device; a computer readable medium that stores programmaticinstructions that, when executed by the processing device, areconfigured to cause the system to perform operations comprising: detecta selection of a multimedia module; render, during a first mode ofoperation, a dynamic navigation flow control in association with firstmultimedia content of the multimedia module, wherein the rendereddynamic navigation flow control indicates a first current navigationposition; store a first result to memory obtained by execution of aninteractive event during the first mode of operation; based at least onthe first result, enter a second mode of operation; and re-render,during the second mode of operation, the dynamic navigation flow controlin association with second multimedia content of the multimedia module,wherein the re-rendered dynamic navigation flow control indicates asecond navigation position corresponding to a second current navigationposition.

An aspect of the present disclosure relates to a non-transitory computerreadable medium that stores programmatic instructions that, whenexecuted by a processing device, are configured to cause the processingdevice to perform operations comprising: detect a selection of amultimedia module via a user input device; enable, during a first modeof operation, a dynamic navigation flow control to be rendered inassociation with first multimedia content of the multimedia module,wherein the rendered dynamic navigation flow control indicates a firstcurrent navigation position; enable a first result to stored memoryobtained by execution of an interactive event during the first mode ofoperation; enable a second mode of operation to be entered based atleast in part on the first result; and enable the dynamic navigationflow control to be re-rendered, during the second mode of operation, inassociation with second multimedia content of the multimedia module,wherein the re-rendered dynamic navigation flow control indicates asecond navigation position corresponding to a second current navigationposition.

An aspect of the present disclosure relates to a computer implementedmethod, the method comprising: detecting, using a computerized system, aselection of a multimedia module, wherein the select is made via a userinput device; using the computerized system, enabling during a firstmode of operation, a dynamic navigation flow control to be rendered inassociation with first multimedia content of the multimedia module,wherein the rendered dynamic navigation flow control indicates a firstcurrent navigation position; using the computerized system, enabling afirst result to stored memory obtained by execution of an interactiveevent during the first mode of operation; using the computerized system,enabling a second mode of operation to be entered based at least in parton the first result; and using the computerized system, enabling thedynamic navigation flow control to be re-rendered, during the secondmode of operation, in association with second multimedia content of themultimedia module, wherein the re-rendered dynamic navigation flowcontrol indicates a second navigation position corresponding to a secondcurrent navigation position.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments will now be described with reference to the drawingssummarized below. Throughout the drawings, reference numbers may bere-used to indicate correspondence between referenced elements. Thedrawings are provided to illustrate example embodiments described hereinand are not intended to limit the scope of the disclosure.

FIG. 1 illustrates an example architecture.

FIG. 2A illustrates an example hardware architecture.

FIG. 2B illustrates an example software architecture

FIGS. 2C-2D illustrate an example process.

FIGS. 3A-3M illustrates example user interfaces.

FIGS. 4A-4H illustrate additional example user interfaces.

DETAILED DESCRIPTION

The task of navigating within an interactive content module (e.g., aninteractive training module), having a large number of related video,audio, and text content components and subcomponents, to locate contentof interest can be burdensome and time consuming for users. This mayespecially be the case if the users do not know the structure of thecontent module or the names of the content module components andsubcomponents. Further, in many cases, the content components andsubcomponents are not accurately or intuitively categorized, requiringthe user to perform additional navigation or keyword searching. Thus,conventionally the user frequently has to perform numerous navigationalsteps to arrive at the content (e.g., learning or training content) ofinterest.

Because certain example improved user interfaces and their structuresdisclosed herein are optimized for navigation of and interaction withrelated items of video, audio, and text content for computing devices,it makes it easier for a user to more accurately provide instructionsand interact with content as compared to conventional user interfaces,thereby reducing user input errors, and making content access quicker.In addition, a dynamic navigation flow user interface is optionallyrendered that visually depicts an interactive content flow, the currentposition of the navigation flow, and alternative content navigationpaths. Such a dynamic navigation flow user interface further facilitatesaccurate and quick navigation through a complex interactive contentflow. By contrast, many conventional user interfaces tend to providenon-intuitive and cumbersome interfaces, making it difficult for theuser to locate and select a correct item of content. Further,conventional user interfaces do not provide a dynamic navigation flowuser interface, leading to confusion and erroneous content selection,wasting system resources and network bandwidth. Still further, certainconventional systems, such as conventional training systems, requirethat content be linearly accessed and viewed or make it difficult toaccess content in accordance with a user's learning style.

Thus, as would be appreciated by one of skill in the art, the use of thedisclosed navigation techniques and user interfaces represent asignificant technological advance over prior conventionalimplementations. For example, the use of the dynamic navigation flowuser interface enables a user to locate and access content, such astraining module components and subcomponents, with fewer clicks,scrolls, and/or page (or other display combination) navigations thatwould otherwise be required to assess locate appropriate content.

Further, certain disclosed user interfaces enable users to visuallylocate module content components and subcomponents more quickly thanwith current conventional user interfaces. For example, in theembodiments described herein, when a user is presented with a dynamicnavigation flow user interface including identifiers for modulecomponents and subcomponents, each identifier includes, or is in theform of, a link to the corresponding component or subcomponent content,allowing the user to navigate directly to the corresponding content.Each dynamic navigation flow user interface entry thus serves as aprogrammatically selected navigational shortcut to the correspondingcontent, allowing the user to bypass searching for the content or havingto navigate through multiple pages (or other display combinations) ofuser interfaces to the content. This can be particularly beneficial forcomputing devices with small screens, where fewer items can be displayedto the user at a time and thus navigation of larger volumes of items ismore difficult.

Another benefit of the disclosed dynamic navigation flow user interfaceis that it is dynamically updated to provide progress information as theuser navigates from one item of content to another, so the user is awareof where in a module of related content the user is. The user wouldotherwise typically have to toggle between different pages/displaycombination to determine how far into a module (e.g., an interactivelearning module), the user is.

Still further, certain example user interfaces disclosed herein areoptimized for relatively small, touch-screen devices, therebyfacilitating access and navigation of content on smart phones, tablets,and the like. Yet further, certain embodiments render a scene usinganimated content from multiple perspectives, providing a more immersiveviewing and interaction experience.

In addition, certain user interfaces described herein may include acomplex assortment of swappable content. For example, as will bedescribed, the user may be enabled to swap information presented in auser interface panel from text data, to graphic data, to video data.Advantageously, so that such swapping occurs virtually instantaneously,the entire display combination (.e.g., page) may be loaded together to auser system (including multiple items of swappable data for a givenpanel). Optionally, the user interfaces may be defined using HTML (e.g.,HTML5), loaded onto a user browser, and may be then rendered using thebrowser.

Optionally, there may be one or more predefined flows. Optionally, theuser is enabled to divert from the predefined flow to create a customflow. For example, where the navigation flow user interface is for atraining flow, a predefined flow may include some or all of thefollowing states: challenge, observe, focus, practice, review. By way offurther example, a predefined flow may be shorter or longer. Forexample, where the navigation flow user interface is for a trainingflow, a predefined flow may include the following states: challenge,observe, and practice.

As such, the embodiments described herein represent significantimprovements in computer-related technology.

FIG. 1 illustrates an example architecture. A system 106 (which may be acloud-based system comprising one or more servers that are co-locatedand/or that are geographically dispersed) may host one or moreapplications that when executed cause a variety of the processesdescribed herein to execute. For example, with reference to FIG. 2B, thesystem 106 may include an operating system 208B, an animation engine206B to generate the animation disclosed herein, a navigation engine204B to generate the navigation interfaces and to respond tonavigational inputs, and/or a performance measurement engine 202 tomeasure performance (e.g., calculate based on user inputs one or moreperformance scores, as described in greater detail herein).

Optionally, the cloud system 106 may include one or more Apache Hadoopclusters, optionally including a Hadoop distributed file system (HDFS)and a Hadoop MapReduce parallel processing framework. The system 106 maybe configured to process and store large amounts of data that would notbe effectively by conventional system. The system 106 may be configuredto process and store large amounts of structured data, unstructureddata, and/or semi-structured data. The data may comprise user ortraining-related data (including sound and/or image (e.g., still orvideo) recordings, animation files, performance data, calendaringinformation, facilitator data, etc.). The clusters may comprise masternodes (e.g., a name node, a job tracker, etc.), and slave nodes (e.g.,data nodes, task trackers, etc.). A given data node serves data over anetwork using the distributed file system (e.g., HDFS) protocol. Thefile system may utilize a TCP/IP layer for communication. Thedistributed file system may store large files across multiple data nodemachines and may store copies of data on multiple hosts to enhancereliability and data availability.

With respect to the optional Hadoop implementation, other systems maysubmit tasks to the job tracker, which in turn, distributes the tasks toavailable task tracker nodes. Optionally, the job tracker may attempt todistribute a given task to a node in geographic proximity to the neededdata. While the foregoing example refers to Hadoop clusters and relatedcomponents, other distributed platforms may optionally be used inaddition or instead to process and store data, such as large amounts ofdata including structured, unstructured, and/or semi-structured data,(e.g., distributed platforms utilizing Bashreduce, Qizmt, Spark, DiscoProject, etc.).

The system 106 may communicate over one or more wired and/or wirelesslocal and/or wide area networks (e.g., the Internet) 108 with one ormore user terminals, such as one or more optional facilitator terminals102 and one more subject (e.g., trainee) terminals 104-1 . . . 104-N. Agiven terminal may optionally be a wireless mobile device (e.g., a smartphone, tablet, laptop, wearable, virtual reality headset, augmentedreality headset, or the like), although a terminal may be connected to anetwork via a wired interface. Optionally, some or all of the processesdescribed herein may be performed using a dedicated application (an app)download to and hosted by a user terminal 104 or facilitator terminal106.

FIG. 2A illustrates an example user terminal 200 in the form of atablet, phone, laptop, or appliance. In the example illustrated in FIG.2a , the user terminal 200 includes various user input/output devices,such as a touchscreen/display 202, a microphone 204, a camera 206,physical controls 208 (e.g., a power on/off control, a volume control, ahome control, etc.), a speaker 210, and/or other user input/outputdevices. The user terminal 200 may optionally include a haptic engine211 that provides kinesthetic communication to the user (e.g., viavibrations or taps, which may be used to confirm a user input or toprovide a notification), an accelerometer 212 that measures accelerationin 2-3 directions, and/or a gyrometer (e.g., a 3-axis gyroscope) 214that measures orientation in three axis. The user terminal 200 may beequipped with an external or integral physical keyboard, trackpad,joystick, electronic pen, and/or other input device.

The user terminal 200 may include one or more wireless and/or wiredinterfaces. For example, the user terminal 200 may include a WiFiinterface 216, a Bluetooth interface 218, a cellular interface 220, anNFC (near field communication) interface 222, and/or one or morephysical connectors 224 (e.g., a USB connector, a LIGHTING connector,and/or other connector). The user terminal 200 further comprises aprocessor device (e.g., a microprocessor) 230, volatile memory (e.g.,RAM solid state memory) and non-volatile memory (e.g., FLASH memory),and a power management device 234.

An application (e.g., a training application) may be utilized totransmit audible voice input received from a user (e.g., a trainee) viathe microphone 204 and digitized using an analog-to-digital converterand video content captured via the camera 206 over a network to thesystem 106. The audio and video content may be stored locally on theuser terminal and/or on the system 106 for later access and playback.

User inputs (e.g., commands and/or data) may also be received by theuser terminal 104 via a keyboard, a stylus, via voice entry (providedvia the microphone 204) which may be converted to text via avoice-to-text module, or via pupil movement captured by the camera 206.The keyboard and/or stylus may be included with the user terminal 200.

The user terminals may include a variety of sensors (e.g., sound, image,orientation, pressure, touch, mouse, light, acceleration, pupiltrackers, and/or other sensors) configured to detect user input andinteraction with the user terminals. The user terminals may optionallyinclude touch screens configured to display user interfaces and data andreceive user input via touch. The user terminals may include physicalkeyboards. The user terminals may utilize one or more microphones 204 toreceive voice data and/or commands, and one or more speakers 210 to playaudible content. The user terminals may utilize the camera 206 tocapture, record, and/or stream video (and/or still image) data (whichmay be stored or streamed in association with captured audio data) toother systems, such as the system 106. For example, the camera 206 maybe a front facing camera of a phone, a PC/laptop webcam, or other imagecapture device. A given user terminal may include or be configured withmedia players that enable the user terminal to play video and/or audiocontent, and display still images.

The user terminals may be associated with various user-types, such asfacilitators and trainees (sometimes referred to herein as “subjects”).

Data transmitted or received by the user terminal 200 or system 106 maybe secured by establishing a virtual private network (VPN) whichestablishes an encrypted transmission path between the user terminal andsystem 106. Optionally, Secure Sockets Layer (SSL), a secure transfertunnel, may be used to encrypt data in transit between the user terminal(e.g., a training app and/or browser) and the system 106. Optionally,some or all of the information may be stored on the user terminal and/orthe system 106 using file encryption. Optionally, the encryption key maybe stored physically separate from the data being encrypted (e.g., ondifferent physical servers).

The system 106 may be configured to generate and supply user interfacesat different resolutions (e.g., HD (1920 by 1080 pixels), 4K (3084 by2160 pixels), 8K (7680×4320 pixels), or even higher or lowerresolutions).

As discussed above, FIG. 2B illustrates an example software architectureincluding an operating system (e.g., MICROSOFT WINDOWS, APPLE OSX, APPLEIOS, GOOGLE ANDROID, GOOGLE CHROME, UNIX, LINUX, UBUNTU, etc.). Ananimation engine generates 202B animations illustrated in the userinterfaces discussed herein and illustrated in the figures. Theanimations used in the user interfaces disclosed herein may synchronizeanimated characters' movements and facial expressions, lip motions, handand other limb gestures, other body parts, and/or clothing with thecharacters' speech and sounds.

Optionally, animation content may be generated using motion capture ofan actor's lips, mouth, eyes, arms, hands, legs, torso, and other bodyparts is performed while recording the actor's voice. A skeletal modelof the actor's lips, mouth, eyes, arms, hands, legs, torso, and otherbody parts may be generated to capture the exact animation. Thus,animation of characters may be provided that conveys and simulates humanemotions, such as happiness, fear, inquisitiveness, sadness, anger,aggression, and the like.

Optionally, in addition to or instead of utilizing motion capture, auser may define key frames via an animation user interface, and specifythe location of various body components, such as lips, mouth, eyes,arms, hands, legs, torso, other body parts, clothes, and the like. Thedifferences in body component positions may be calculated, andintermediate positions may be interpolated and corresponding frames maybe generated. Optionally, tweening or morphing may be utilized. Forexample, the following tweening equation may be utilized for tweeningvia linear interpolation:P=A(1−t)+Bt 0≤t≤1

Where A is the initial location of the point, B is the final position ofthe point, and t is the time from 0 to 1.

The animation may then be rendered.

Certain example user interfaces related to interactive content will nowbe described. In this example, the interactive content is intended totrain a subject in how to respond in certain situations as a policeofficer. In particular, a police officer is depicted in an interactionwith a civilian. It is understood that the interactive content may bedirected to different training scenarios. As will be described, anexample content module may include briefing, practice, debriefing,evaluation, and summary modes. Techniques for reinforcing skills aredescribed.

A content module may be selected from a library of content modules via acontent library user interface. The content library user interface maylist content modules a subject/user is authorized to access, where agiven library entry may include the name of the module, a briefdescription of the module that indicates the types of interactions theuser will be expected to make (e.g., “While on routine patrol, youreceive a radio call for a suspicious male adult following femaleshoppers and making them uncomfortable. The business owner has requestedthat the subject leave several times, but he has refused to do so. Theowner has requested you remove the subject. You must explain thesituation to the shopper and escort him from the premises.”).Optionally, a snapshot/screenshot image of the scene may be provided fordisplay via the content library user interface to provide a visualindication as to the module content or subject matter. Optionally, inaddition or instead, video clips (e.g., trailer videos) may be providedfor playback that provide an overview of the module content or subjectmatter.

FIG. 3A illustrates an example content user interface. The example userinterface comprises a content name field (“radio call-suspicious male atbusiness”) and a module identifier (“module 1”) that may be indicativeof where in a sequence of content items that content about to bepresented is positioned. In this example, the module may comprise text,video, and audio content utilized to train personnel in how to interactwith a suspicious male at a business, where a business operator accesseda communication system to report such a suspicious male.

In response to a user selecting the navigation icon at the bottom,middle of the example user interface, a direct navigation interface(e.g., a navigation sidebar or other navigation control) may begenerated and rendered, such as that illustrated in FIG. 3B. The directnavigation interface provides various entries including components andsubcomponents of the interactive module. A user can directly navigate toa desired component or subcomponent by activating (e.g., clicking on,touching, hovering over using a pointing device, staring at, etc.) agiven entry. Optionally, the direct navigation interface renders entrieshierarchically, wherein module components may be initially listed, andin response to a user activating a given component, the listing expandsto show the given component's subcomponents, indented relative to theparent component. In response to the user activating the given componentagain, the list will be collapsed so that the subcomponents are notdisplayed. Such a hierarchical interface provides a space efficient andeasy to navigate tool.

In response to the user activating a “?” question mark help icon, a helpinformation user interface is displayed, such as that example userinterface illustrated in FIG. 3C. The user interface comprises a dynamicnavigation flow user interface corresponding to the selected module. Inthis example, the dynamic navigation flow user interface may be renderedin an expanded mode, depicting all or substantially all the componentsand subcomponents of the module. The example rendered dynamic navigationflow user interface includes a start component, a briefing component, apractice (“skills building”) component, an instructions component, adebriefing component, an evaluation component, a summary component, andend component. Other example components may be included. For example, an“Insights” component may be included that provides backgroundconsiderations and concepts relevant to a scene. For example, optionallythe insights component may not include the spoken dialogue, but mayinclude concerns, theories, advice, or strategies for the user toconsider.

The navigation user interface may be dynamically rendered to indicate(e.g., via highlighting, color, animation, or otherwise) which contentcomponent is currently being rendered to the user to advantageouslyindicate where in the module training process the user is. In thisexample, the instructions component is emphasized (e.g., highlighted),to indicate the user is accessing the instruction content. The componentnames may be indicated by rendering the component name using a differentform of emphasis (e.g., by rendering the component name in a specifictype of geometric shape, such as a six-sided polygon, using a differentcolor, using a different font, underlining, and/or otherwise). Certaincomponents may also be rendered with descriptive text (e.g., “buildskills”). Optionally, components displayed in the user interface mayalso serve as navigation shortcuts to other areas of the module.

In this example, the practice (“skills building”) component of thedynamic navigation flow user interface is expanded to showsubcomponents, including script, key elements, role model, and challengecomponents. Other components or sets of components may be included. Aswill be described greater detail herein, the script subcomponent rendersthe script for one or more videos in a set of videos. For example, wherethere is video set including multiple videos of the same scene includingmultiple speakers in a verbal exchange, where a given video is from theperspective of the current speaker, the script optionally includes thespeech for each speaker in the set, including an identifier (e.g.,title, name, etc.) associated with the speaker. The challengesubcomponent comprises a video displaying a character making a statementor question to which another character is to respond (the character thatthe user is being trained to emulate, such as a police officer in thisexample). The key elements subcomponent displays key or main ideas thatare to be used in responding to the challenge (e.g., a statement orquestion made by a character in a video). The role model user interfacedisplays a video of the character that the user is being trained toemulate stating a response to the challenge. The practice component maybe repeated multiple times, as indicated by the navigation userinterface, with an arrow bridging brackets visually defining thepractice component. By way of further example, some or all of thefollowing may be provided: a challenge video, a role model video, ascript, key elements, insights, a recording panel, and/or a help panel.

Optionally, in response to the user hovering over or touching a videoplayback area (e.g., with a cursor, pointing device, etc.), additionalcontrols may be provided, such as a scrubber control, a volume control,and an expand control. The scrubber control may enable the user toselect a point in the video to view or to begin playing from. The expandcontrol may enable the user to cause the video to be displayed in fullscreen mode.

In this example, the evaluation component the dynamic navigation flowuser interface is expanded to indicate it comprises challenge andscoring subcomponents. The scoring subcomponent is further expanded toindicate it includes further subcomponents (sub-subcomponents),including script, key elements, role model, and challenge subcomponents.The evaluation component may be repeated multiple times, as indicated bythe navigation user interface, with an arrow bridging brackets visuallydefining the evaluation component. In this example, other than thescoring itself, the evaluation component optionally includes the samesubcomponents as the practice component.

Optionally, the text in the navigation user interface may compriselinks, wherein in response to the user activating a given link (e.g.,comprising text that describes or identifies a corresponding contentcomponent or subcomponent), the user is automatically navigated to auser interface comprising the corresponding component or subcomponent,thereby providing quick, efficient, and accurate navigation.

An instruction video may be presented that optionally includes ananimated person providing verbal instructions, where the correspondingvoice track is synchronized with the animated person's lip motions,facial expressions, hand or other limb motions, etc. as describedelsewhere herein.

In response to the user activating a next/forward control, the user maybe navigated to an initial content component (the briefing component inthis example), such as that illustrated in FIG. 3D. In this example, thedynamic navigation flow user interface is updated to be displayed in asimple mode (without all the components expanded) and with the currentlyrendered component (“briefing”) emphasized (e.g., highlighted).Optionally, an expand control is provided which when activated by theuser causes the dynamic navigation flow user interface to be re-renderedin expanded mode.

Referring again to FIG. 3D, a text area may be rendered that displaystext (e.g., in bullet format). The rendered text in this exampleprovides an overview of a scenario corresponding to multi-perspectiveanimated content that will be displayed (e.g., “Routine Patrol;Suspicious male adult following female shoppers; Owner has requested thesubject leave several times; Owner has requested Officer remove thesubject”).

In this example, a corresponding animation (e.g., a briefing video) isrendered (including corresponding audio) that explains visually and/oraudibly a scenario that the user will be trained to respond to. Therendered animation may include a character corresponding to a real worldtype of person that would give such a briefing in real worldcircumstances (e.g., to further add authenticity to the trainingprocess). In the illustrated example, the animated character is a policecaptain.

As discussed above, the audio track may be synchronized with facialexpressions and with the movements of various body elements (e.g., lips,mouth, eyes, arms, hands, legs, torso, other body parts, and/orclothing, etc.). When the briefing animation is complete, the user maybe automatically navigated to the next content component, reducing theneed for user navigation inputs. Optionally, in addition or instead, acontrol is provided via which the user may manually navigate to the nextitem of content (a practice component as illustrated in FIG. 3D in thisexample) via a next/forward control to provide the user with morecontrol of the process and content experience. A reverse/previouscontrol is provided to enable the user to navigate to a previousinterface. Advantageously, the reverse control of the user interface ison the left hand side so that it is easily accessible and reachable by aleft user thumb when displayed on a handheld device with a relativelysmall touch screen, such as a phone or tablet computer. Similarly, theforward control is on the right hand side so that it is easilyaccessible and reachable by a right user thumb when displayed on ahandheld device with a touch screen. Thus, the user interface isoptionally optimized for use on handheld devices, with relatively small(e.g., 2 to 10 inches in the diagonal, 5 to 30 square inches, etc.)touch displays.

Referring to FIG. 3E, the rendered dynamic navigation flow userinterface now emphasizes (e.g., via highlighting) the practice componentand has removed the emphasis from the briefing component. The dynamicnavigation flow user interface is optionally rendered with the entry forthe practice component (“build skill”) expanded to indicate itssubcomponents (e.g., script, key elements, practice, role model,challenge), while other components are not expanded, making efficientuse of display real estate and better ensuring that the navigation userinterface is not confusing to the user. Optionally the repeat indicatorindicates that there are 3 challenges, and the user is currently aboutto view the first challenge (“1 of 3”), thereby advantageously enablingthe user to know where the user is with respect to the training processembodied in the module. In response to detecting the user viewing thesecond challenge, the repeat indicator would be dynamically re-renderedand updated to state “2 of 3”, and so on. The animation/video player mayplay a conversation from multiple perspectives (e.g., that of a policeofficer, the suspicious male the officer is interacting with, etc.).

The user may activate a challenge control (e.g., a speech bubble icon),and the animation of the person with whom the officer is interactingwith may be rendered and may “speak” his script, which may include“challenges” which the officer needs to respond to, as illustrated inFIG. 3F. The user may audibly speak responses to the challenges aspractice and to reinforce the training. As noted above, the user'sresponses may be recorded via the camera and microphone (e.g., inresponse to activation of a record control optionally included in theuser interface of 3F) so that the user or facilitator may later reviewthe user's performance. Activation of a role model control (e.g., apolice officer icon) may cause the animation of the officer to berendered and to speak role model answers that the user may emulate.

In response to the user activating a key elements control (e.g., in theshape of a key icon), key elements spoken by the police officer arerendered textually (e.g., in bullet format) in real time, as illustratedin FIG. 3G. The user may activate the play control, and in response, theanimation video of the police officer will repeat the script, includingthe key elements. Advantageously, the animation is displayed over theforward control as the user's eyes will tend to be focused on theanimation, and hence will be able to quickly locate the forward control(which may be used more often than the reverse control). The dynamicnavigation flow user interface may be re-rendered and updated with thepractice, key elements, and role model entries emphasized.

The user may activate a script control (e.g., an icon of multiple linescorresponding to text), and the script of the officer and the personwith whom the officer is interacting may be displayed as illustrated inFIG. 3H. Certain portions of the script text corresponding to keyelements may be emphasized (e.g., via color, font, highlighting,animation, bolding, underlining, or otherwise).

Some or all of the foregoing key element, script, challenges and rolemodel controls may be displayed on each user interface of the practicecomponent, providing quick and efficient access to the correspondingcontent, and further enabling the user to access and consume content ina manner that is most conducive to the user.

Once the user has completed the practice portion the debriefing userinterface may be rendered, as illustrated in FIG. 3I. For example, theuser may access the debriefing user interface by completing all thepractice challenges or by navigating to the debriefing user interface(e.g., via the dynamic navigation flow user interface, or by activatingthe forward or reverse controls one or more times) from the practicecomponent or other component. The dynamic navigation flow user interfaceis now rendered with the debriefing component entry highlighted. Thedebriefing user interface optionally provides both an animation of acharacter verbally reviewing what the user has learned and textproviding in an ordered, numbered format a textual review of what theuser has learned. The combination of an animation, audible speech, andtext further reinforces the training content. In addition or instead,the debriefing user interface optionally provides a video of a characterand/or text stating possible next steps in the encounter, requiredfollow-up actions, and/or other instructions to complete the scenario.

When the debriefing animation is complete, the user may be automaticallynavigated to the next content component, reducing the need for usernavigation inputs. Optionally, in addition or instead, a control isprovided via which the user may manually navigate to the next item ofcontent (an instruction subcomponent of an evaluation component asillustrated in FIG. 3J in this example) via next/forward control toprovide the user with more control of the process and contentexperience. Optionally, the user may navigate to the instructionsubcomponent using the dynamic navigation flow user interface, byactivating a corresponding text/link.

Referring to FIG. 3J, in this example the evaluation component of thedynamic navigation flow user interface is expanded to indicate itcomprises instruction, challenge, and scoring subcomponents (with thescoring subcomponent expanded further to indicate it includes script,key elements, role model, and challenge subcomponents). Because theinstruction subcomponent is being rendered, the instruction componententry of the dynamic navigation flow user interface is emphasized. Thescoring subcomponent is further expanded to indicate it includes furthersubcomponents (sub-subcomponents), including script, key elements, rolemodel, and challenge components. The evaluation component may berepeated multiple times, as indicated by the navigation user interface,with an arrow bridging brackets visually defining the evaluationcomponent.

An evaluation instruction video may be presented that optionallyincludes an animated person providing verbal instructions, where thecorresponding voice track is synchronized with the animated person's lipmotions, facial expressions, hand or other limb motions, etc., asdescribed elsewhere herein. Corresponding instruction text may also berendered alongside the video. For example, the instructions may state:“Now that you have completed the VPEC Practice Session, you will berequired to demonstrate your skills in a Scored Evaluation. Respond toeach Challenge as you did while practicing, accurately conveying the KeyElements and maintaining an appropriate level of Command Presence. AScoring Summary will be provided at the end of the Evaluation. Click theglowing Right Arrow to proceed to the Scored Evaluation.”

When the instruction animation is complete, the user may beautomatically navigated to the next content component, reducing the needfor user navigation inputs. Optionally, in addition or instead, acontrol is provided via which the user may manually navigate to the nextitem of content (the challenge subcomponent as illustrated in FIG. 3K inthis example) via next/forward control to provide the user with morecontrol of the process and content experience. Optionally, the user maynavigate to the challenge subcomponent using the dynamic navigation flowuser interface, by activating a corresponding text/link. Optionally, theinstruction component entry in the dynamic navigation flow userinterface is no longer emphasized or displayed, and the challengecomponent entry is emphasized. The animation of the person with whom theofficer is interacting with may be rendered and may “speak” his script,which may include “challenges” which the officer needs to respond to.The user may audibly speak responses to the challenges and the user maybe scored on the user response as discussed elsewhere herein.Optionally, the user's response may be recorded by the terminal cameraand microphone for later access by the user or by a facilitator.

Once the user has responded to the challenge, the scoring user interfaceillustrated in FIG. 3L may be rendered. Optionally, the challengecomponent entry in the dynamic navigation flow user interface is nolonger emphasized, and the scoring component entry is emphasized. Thescoring interface may be rendered on the user terminal display and/or ona separate facilitator display. The scoring may be manually entered bythe user and/or the facilitator. For example, the user may be scored(e.g., using a grade, number, or a correct/incorrect indication) on theaccuracy of the user's response. By way of illustration, model answerlanguage text may be rendered in conjunction with a scoring inputinterface to facilitate scoring. For example, a checkbox may be renderedconfigured to display a check indicating a correct answer in response toa user clicking on or touching the checkbox. The user may be scored oneach key element of the model answer. Thus, if the user included two ofthe listed model answer elements in the response, but not a thirdelement, the user may receive a score of 2 out of 3, and the userinterface may be automatically updated in real time to indicate how manyelement elements the user correctly stated (e.g., “0 out of 3”, “1 outof 3”, “2 out of 3”, etc.).

Optionally, the user may also be scored (e.g., using a grade or numberscore) on the delivery style (e.g., command presence) of the user'sresponse. For example, the user may receive a score of zero if the userwas too aggressive in the response, a score of 2 if the user had propercommand presence (e.g., confident and firm but not overbearing or overlyaggressive), and a score of zero if the user lacked command presence(e.g., seemed insecure or uncertain).

Advantageously, the optional scoring user interface optionally includescontrols to access the key elements user interface, the script userinterface, the challenge user interface, and the role model response forthe current challenge, enabling the user to further review the foregoingeven during an evaluation and scoring phase.

Optionally, a control (e.g., a single button) is provided that whenactivated causes a practice section for the current challenge to berendered as a pop-up interface (e.g., overlaying the scoring userinterface). The user can then access all of the corresponding contentfrom the pop-up interface, and utilize the various content and controlsas desired. When the user closes the pop-up interface (e.g., byselecting a close control), the scoring using interface is displayed atthe same status as when the pop-up interface was originally rendered.

Once the scoring is complete for all the challenges, the scoring summaryuser interface illustrated in FIG. 3M may be presented. For example, thechallenges may have included an initial interaction challenge, arebuttals challenge, and a refusal challenge. The user may have beenscored for accuracy and delivery style (e.g., command presence) on theresponse to each of those challenges using an interface similar to thatof FIG. 3L. Based on the scores, a percent score may be calculated andrendered in association with text describing the correspondingchallenge. For example, if the user received a zero with respect toaccuracy for a challenge, the user may receive a score of zero percent.If the user responded correctly to two out of three challenges, the usermay receive a score of 66.7%.

FIGS. 2C and 2D illustrate an example content navigation and contentrendering process. At block 202C, a module selection may be received(e.g., from a terminal being accessed by a user, such as a traineeand/or a facilitator/trainer). For example, the module may be a trainingmodule comprising video, audio, textual, and/or graphic content. Atblock 204C, an initial user interface may be rendered. The interface mayprovide content comprising the module name and one or more controls,such as a navigation request control (see, e.g., FIG. 3A). At block206C, an activation of the navigation request control is received. Atblock 208C, a text-based hierarchical navigation interface is rendered(see, e.g., FIG. 3B).

In response to the user activating a control (e.g., a help control), atblock 210C an instruction/help user interface comprising a dynamicnavigation flow user interface and multimedia (e.g., an instructionaudio/video presentation and corresponding text) is rendered (see, e.g.,FIG. 3C). As similarly discussed above, the dynamic navigation flow userinterface may optionally be rendered in an expanded form with all orcertain components expanded to show subcomponents and/orsub-subcomponents. An entry corresponding to the instruction userinterface may be highlighted in the dynamic navigation flow userinterface.

In response to the user activating a control (e.g., a next/forwardcontrol) or activation of the briefing component entry in the dynamicnavigation flow user interface, at block 212C a briefing user interfacecomprising a re-rendered and updated dynamic navigation flow userinterface and multimedia (e.g., a briefing audio/video presentation andcorresponding text) is rendered (see, e.g., FIG. 3D). As similarlydiscussed above, the dynamic navigation flow user interface mayoptionally be re-rendered in a simple form with components un-expandedto conceal subcomponents and/or sub-subcomponents. An entrycorresponding to the briefing user interface may be highlighted in thedynamic navigation flow user interface.

In response to the user activating a control (e.g., a next/forwardcontrol) or activation of the challenge component entry in the dynamicnavigation flow user interface, at block 214C a challenge user interfacecomprising a re-rendered and updated dynamic navigation flow userinterface and multimedia (e.g., a briefing audio/video presentation andcorresponding text) is rendered (see, e.g., FIG. 3E). As similarlydiscussed above, the dynamic navigation flow user interface mayoptionally be re-rendered and updated with the practice/build skillscomponent expanded to show sub-components, with other componentsun-expanded to conceal subcomponents and/or sub-subcomponents. An entrycorresponding to the challenge user interface may be highlighted in thedynamic navigation flow user interface. In addition, where there aremultiple challenges in the practice component, the system may determinewhat challenge the user is viewing and how many challenges are includedin the practice component, and the dynamic navigation flow userinterface may be rendered to indicate which challenge the user isviewing and how many total practice challenges there are (e.g., “1 of3”). When the user accesses the next challenge (e.g., by activating aforward control or view the dynamic navigation flow user interface), thedynamic navigation flow user interface may be re-rendered to identifythe current challenge (e.g., “2 of 3”).

At block 216C, in response to detecting activation of the scriptcontrol, a script user interface may be rendered (see, e.g., FIG. 3H)including text of the script spoken by one or more characters in thechallenge video (e.g., the police officer), and the text may be renderedwith key element words emphasized (e.g., using color, font,highlighting, bolding, underlining, animation, etc.) relative tosurrounding text. The dynamic navigation flow user interface may bere-rendered and updated with the practice, and script entriesemphasized.

At block 218C, in response to detecting activation of the challengecontrol the previously viewed challenge may be played again via achallenge user interface. The dynamic navigation flow user interface mayaccordingly be re-rendered and updated.

At block 220C, in response to detecting activation of the key elementscontrol, a key elements user interface may be rendered (see, e.g., FIG.3G). Key elements spoken by a character (e.g., the police officer) maybe rendered textually (e.g., in bullet format), and a video userinterface may be displayed including an initial or title frame. The usermay activate a play control, and in response, the animation video of thecharacter will repeat a role model script, including the key elements.The dynamic navigation flow user interface may be re-rendered andupdated with the practice, key elements, and role model entriesemphasized.

Thus, during the practice mode, the user may access a video of a rolemodel response, an interface providing key elements of the role modelresponse in bullet format, and a script of the role model response withwords corresponding to the key elements visually emphasized, therebyfurther reinforcing challenge response concepts and language.Optionally, the interface includes an insights interface, a recordingpanel interface, and a help interface.

At block 222C, a debriefing user interface is rendered (see, e.g., FIG.3I). The user may access the debriefing user interface by completing allthe practice challenges or by navigating to the debriefing userinterface (e.g., via the dynamic navigation flow user interface, or byactivating the forward or reverse controls one or more times) from thepractice component or other component. The dynamic navigation flow userinterface is re-rendered and updated with the debriefing component entryhighlighted. The debriefing user interface optionally provides both ananimation of a character verbally reviewing what the user has learnedand text providing in an ordered, numbered format a textual review ofwhat the user has learned. In addition or instead, the debriefing userinterface optionally provides a video of a character and/or text statingpossible next steps in the encounter, required follow-up actions, and/orother instructions to complete the scenario.

Referring to FIG. 2D, an example evaluation is illustrated. At block202D, an instruction user interface comprising a re-rendered updateddynamic navigation flow user interface and multimedia (e.g., aninstruction audio/video presentation and corresponding text) is rendered(see, e.g., FIG. 3J). As similarly discussed above, the dynamicnavigation flow user interface may optionally be rendered with theevaluation component entry expanded to show subcomponents and/orsub-subcomponents. An entry corresponding to the evaluation componentinstruction user interface may be highlighted in the dynamic navigationflow user interface. The evaluation component may be repeated multipletimes with multiple challenges, with an arrow bridging brackets visuallydefining the evaluation component.

At block 204D, in response to the user activating a control (e.g., anext/forward control) or activation of the challenge component entry inthe dynamic navigation flow user interface, a challenge user interfacecomprising a re-rendered and updated dynamic navigation flow userinterface and a video of a character audibly stating a challenge isprovided (see, e.g., FIG. 3K). The challenge may be the same as achallenge presented during the practice mode. The user responds to thechallenge. The response should include key elements from the role modelresponse during the practice mode.

Once the user has responded to the challenge, and in response to theuser activating a control (e.g., a next/forward control) or activationof the challenge component entry in the dynamic navigation flow userinterface, at block 206D, a scoring user interface is renderedcomprising a re-rendered and updated dynamic navigation flow userinterface and scoring fields and answers comprising key elements (see,e.g., FIG. 3L). The challenge component entry in the re-rendered,updated, dynamic navigation flow user interface is no longer emphasized,and the scoring component entry is emphasized. As discussed above,during the practice mode, the user may access a video of a role modelresponse, an interface providing key elements of the role model responsein bullet format, and a script of the role model response with wordscorresponding to the key elements visually emphasized. The user is torespond to the challenge using the corresponding key elements learnedduring the practice phrase.

The scoring interface may be rendered on the user terminal displayand/or on a separate facilitator display. Optionally, the scoring may bemanually entered by the user and/or the facilitator. For example, theuser may be scored on the accuracy of the user's response with respectto the inclusion of key elements. By way of illustration, model answerlanguage text may be rendered in conjunction with a scoring inputinterface to facilitate scoring. Optionally, the user may be scored oneach element of the model answer. Thus, if the user included two of thelisted model answer elements in the response, but not a third element,the user may receive a score of 2 out of 3, and the user interface maybe automatically updated in real time to indicate how many elementelements the user correctly stated. As discussed above, the user mayalso be scored (e.g., using a grade or number score) on the deliverystyle (e.g., command presence) of the user's response. For example, theuser may receive a score of zero if the user was too aggressive in theresponse, a score of 2 if the user had proper command presence (e.g.,confident and firm but not overbearing or overly aggressive), and ascore of zero if the user lacked command presence (e.g., seemed insecureor uncertain).

Blocks 204D and 206D may optionally be repeated until the processdetects that all the evaluation challenges have been shown and scored.

At block 208D, once the scoring is complete for all the challenges inthe evaluation component, a scoring summary may be automaticallygenerated and rendered via a scoring summary user interface (see, e.g.,FIG. 3M). For example, the challenges may have included an initialinteraction challenge, a rebuttals challenge, and a refusal challenge.Based on the scores, a percent score may be calculated and rendered inassociation with text describing the corresponding challenge.

Certain additional example user interfaces will now be described withreference to FIGS. 4A-4G.

In the illustrated examples, the content displayed in a given panel/areamay change depending on the state the user is in in a learning processflow. For example, with reference to Table 1 below, certain userinterfaces may contain a left panel and a right panel, where the contentdisplayed in a given panel may automatically change based on the currentstate in the flow. Advantageously, all the content for each panel mayoptionally be downloaded to and resident in memory on the user device,so that as the user navigates through the flow, the change in content ina given panel may take place instantaneously.

TABLE 1 STATE LEFT PANEL RIGHT PANEL CHALLENGE CHALLENGE VIDEO INSIGHTS(provides additional “thoughts” on the scenario to the learner) OBSERVEROLE MODEL VIDEO KEY ELEMENTS PRACTICE CHALLENGE VIDEO RECORDING PANEL(enables user to self-record and playback user responses to challenge

It is understood that Table 1 corresponds to one example configuration.Table 2 below corresponds to another example configuration. However,these examples are non-limiting and other configurations may be used.

TABLE 2 STATE LEFT PANEL RIGHT PANEL CHALLENGE CHALLENGE VIDEO BLANKOBSERVE ROLE MODEL VIDEO FULL SCRIPT PRACTICE CHALLENGE VIDEO RECORDINGPANEL (enables user to self-record and playback user responses tochallenge REVIEW CHALLENGE VIDEO KEY ELEMENTS

Referring to FIG. 4A, an example user interface (a training userinterface for learning skills in this example) is illustrated. Theexample user interface provides a wide range of features, capabilities,and flexibility. In this example, the user interface may present some orall of the following: video content comprising challenges, video contentof role model responses, helpful text, recording and playback controlsthat enables the user to record and view the user's own responses tochallenges, a pre-programmed learning path/process, a dynamic navigationflow user interface that corresponds to the learning path/process, andcontrols that enable the user to customize the presentation in a waythat is more satisfactory for the user.

In contrast to rigid conventional eLearning systems, which rely uponstatic pages and learning/training flows, the systems and methodsdescribed herein enable a user to explore the content in various ways toallow the user to access content and perform training in a way the bestsuits the user. Further, the systems and methods described hereinfacilitate repeated user practice on the relevant subject matter, inaddition to reading text and watching videos. For example, the exampletraining user interface illustrated in FIG. 4A enables the user topractice realistic communication in a safe and non-embarrassing way,enables the user to record practice sessions, and enables the user toself-evaluate her own performance. The training user interface, as wellas other user interfaces described herein, enable the user to improvethe user's performance.

The example training user interface includes the following areas: atopic area 426A, a dynamic navigation flow user interface 408A, a videoarea 409A for displaying prerecorded video via a video player, a textarea 405A (see, also FIG. 4E), and a learning step interface 420A. Eachof these user interface areas and associated controls will now bedescribed.

The topic area 426A is displayed in the upper left corner of the userinterface. The topic area 426A includes the name of the current moduleand the specific learning object within the current module. Optionally,the topic area 426A does not include navigation controls. An expandedview of the topic area 426A is illustrated in FIG. 4B.

The dynamic navigation flow user interface 408A (see, also, FIG. 4C)corresponds to the selected module, where the dynamic navigation flowuser interface 408A may indicate a user's progress through the moduleflow. Certain flow states may also be rendered with descriptive text(e.g., “build skills”, “scoring”, etc.).

In this example, the dynamic navigation flow user interface 408Aincludes a “start” state, a “briefing” state, a “training” (buildskills) state, an “assessment” (scoring) state, a “summary” state, andan “end” state. A repeat indicator displayed in association with thetraining state (1 of 6) indicates that there are 6 trainingpresentations/sessions. Another repeat indicator is displayed inassociation with the assessment state.

The navigation flow user interface 408A may be dynamically rendered toindicate (e.g., via highlighting, color, animation, or otherwise) whichflow state is currently being displayed to the user to advantageouslyindicate where the user is in the module training process. In thisexample, the training state is emphasized (e.g., highlighted), toindicate the user is accessing the training content. The states may beindicated by rendering the state name using a different form of emphasis(e.g., by rendering the state name in a specific type of geometricshape, such as a six-sided polygon, using a different color, using adifferent font, underlining, and/or otherwise).

The dynamic navigation flow user interface 408A optionally enables theuser to navigate directly to a specific module section/displaycombination (e.g., page) by clicking on or touching the correspondingsection/display combination in the dynamic navigation flow userinterface 408A. Optionally, for multi-step items (e.g., a practicesection), a menu (e.g., a dropdown menu) is rendered with entries foreach of the module challenges. The menu enables a user to jump to aspecific desired challenge by selecting the desired challenge. Thus, forexample, if the user is currently on the first challenge (e.g., “1 of 6”challenges), the user may select and jump to any of the other fivechallenges via the menu.

Discrete module navigation controls are provided that enable a user tomanually navigate through module documents/display combination (e.g.,pages). In this example, a next page control 410A is provided which whenactivated cause the application to navigate to the next module displaycombination (e.g., the next step in the flow). A previous displaycombination control 411A is provided which when activated cause theapplication to navigate to the previous module display combination(e.g., the previous step in the flow). For example, activation of thenext display combination control 410A may navigate the user to the nextlearning object training section/display combination in the module, orto an assessment section/display combination if the user is currently onthe last learning object. The previous display combination control 411Amay navigate the user back to the previous learning object trainingsection/display combination, or back to a briefing section/displaycombination if the user are currently on the first learning object.

An optional menu control 403A is provided that, when activated, causes amenu interface to be displayed. The menu interface optionally includesan indented outline of the module contents. The menu entries may belinked to other content, such as a corresponding module section/displaycombination or learning object. Activating an entry in the outline(e.g., by touching or clicking on the entry) navigates the user to thecorresponding section/display combination in the module, or to aspecific learning object within the module.

The video area 409A (illustrated in greater detail in FIG. 4D) may play,via a video player, prerecorded video content (which may include anaudio track) such as a challenge video (e.g., a real or animated personspeaking one or more questions or statements), or a role model video(e.g., a real or animated person speaking a best practice response to achallenge). Optionally, when the displayed video changes from achallenge video to a role model video (or vice versa), the new video isautomatically played. Optionally, a play control is provided, which theuser can manually activate to cause the current video to be played orreplayed.

Activation of a challenge control 428A causes the challenge video to beloaded into and played by the video player in the video area 409A.Activation of a role model control 430A causes the role model video tobe loaded into and played by the video player in the video area 409A.

When a video is loaded into the video player in the video area 409A, thecorresponding control (e.g., the challenge control 428A or the rolemodel control 430A) may be graphically emphasized (e.g., via animation,a color outline, or otherwise) to indicate which video-type (e.g., achallenge video or a role model) is being displayed, thereby reducinguser confusion.

The text area 405A may display text data (e.g., in the right side of thetraining user interface illustrated in FIG. 4A). An example text areainterface is displayed in FIG. 4E. The text may be displayed inassociation with icons or other graphics. For example, the text area maybe used to display control icons (e.g., recording controls) andcorresponding text explaining the functionality and/or use of thecontrol. By way of further example, the text area may display a fullscript of a role model response or only key elements (e.g., key conceptsin numbered of bulleted form) of the role model response. The text areapanel may be sized to be larger than the other interfaces of thetraining user interface to better focus the user on the text areacontent and to make the text easier to read.

With respect to FIGS. 4A and 4E, controls may be provided via which theuser can control what text and related information is displayed in thetext area. For example, activation of a script control 412A may cause atext transcript of the role model response to be displayed. Optionally,activation of the script control 412A may cause a text transcript of therole model response to be displayed with the key elements that arespoken in the role model response highlighted (e.g., using color,outlines, etc.), indicating how the key elements are incorporated intothe role model response.

Optionally, activation of the key elements control 414A causes the textcorresponding to the key elements spoken within the role model responseto be displayed without surrounding text (e.g., in numbered or bulletformat). Activation of the record/playback control 416A may the moredetailed record/playback/pause/cam/clear/microphone controls 402A to bedisplayed that enable the user to create and playback an audio and/orvideo recording of the user. This functionality enables the user toreview the user's own tone, expressions, body language, or thecompleteness and accuracy of the user's response, thereby enabling theuser to improve the her performance. Thus, the user may elect, at theuser's discretion, to record and review the user's own performance.

Activation of the help control 418A causes a listing of some or allcontrols to be displayed in association with a brief description oftheir functionality (see, e.g., FIG. 4E).

Optionally, the user may be enabled to clear the text area 405A (e.g.,by re-clicking on the control for the current content).

Thus, the foregoing controls enable the user to select among variousoptions, the content displayed in the video area and the contentdisplayed in the text area.

The functions of the record/playback/pause/cam/clear/microphonecontrols/indicators 402A will now be described. The controls/indicatorsare positioned closely together. The indicator text is optionally sizedlarger then the control text to make the indicators more easily read,resulting in less user errors. In the illustrated example, the topsegment text (in a recording state indicator) is re-rendered as therecording mode changes to reflect the current mode (e.g., standby,recording, playback).

The recording mode may default to a standby mode (with the stateindicator indicating a standby state), and may return to the standbymode when exiting record or playback modes. When in a standby mode, thecamera and/or microphone of the user device are turned on and active,but are not recording video or audio. When the camera is active, thelive streaming view of the camera may be presented in real time via thevideo display area 404A. When the recording control is activated, thecamera and/or microphone of the user device are on and active, and arerecording video or audio. Optionally, the video may also be livestreamed and displayed in the video display area during the recordingprocess. Optionally, the video may be displayed in a full screen mode.When the playback control is activated, the video display area 404A willdisplay the playback of the recording of the user, and the audio trackwill be played back via the user device speakers.

A status indicator may be provided that indicates (e.g., via a change incolor, icon, and/or text) whether the camera/microphone or in standbymode, record mode, or playback mode. In addition, or instead, the colorof the controls may themselves be changed when activated or deactivated.FIG. 4F illustrates example display states of the controls 402A (standby402F, recording 404F, playback 406F). The controls/indicators areoptionally in the form of a multi-segment, circular control set toprovide dense, yet easy to access and well organized record and playbackrelated controls.

Other segments of the record/playback/pause/cam/clear/microphonecontrols/indicators 402A can be used during the user's recording sessionto perform various functions. The cam control is configured to turn theuser's camera on and off. Activation of the clear control causes thepreviously recorded video(s) of the user to be erased, enabling the userto start over (e.g., re-record user responses to challenges).Optionally, when a user records the user responses to challenges, therecording is automatically erased when the user navigates to anotherchallenge. This technique both ensures user privacy (as there will notbe permanent recordings of the user), and reduces memory utilization forsuch recordings.

Activation of the send control enables the video to be stored on theuser's device in a file or location of the user's choice. The user maythen transmit (e.g., via email, messaging service, or otherwise) therecording to a destination entered or selected by the user. The micsegment is an indicator that is configured to indicate (via color,flashing, or otherwise) when the microphone is on.

Referring to the learning step interface 420A, the learning stepinterface 420A enables the user to linearly progress through one or morepre-configured combinations to aid the user in following a recommended amulti-step learning path/process. The user may use the next control 424Aand the previous control 422A to navigate through the linear learningpath. Activation of the next control 424A advances the user through eachnext step of the pre-configured learning path, loading the left videoarea 409A video player and the right side text area with video and textcontent respectively appropriate for that step. When the last step ofthe path is reached, activation of the next control 424A will navigatethe user to a next section/display combination, which may be the nextlearning object or the start of the assessment process user interfaces.

The previous control 422A enables the user to return to a previous stepview in the linear learning path, and reloads the content into the leftvideo area 409A video player and the right side text area 405A withvideo and text content respectively appropriate for the previous step.When on the very first step of the learning path, activation of theprevious control 422A may navigate the user to the previoussection/display combination, which may be the previous learning object(e.g., starting with the challenge view), or back to a briefing view ifthe user were on the first learning object.

In addition or instead, the user may utilize the other relevant controlsdiscussed herein to adapt a learning process the user's individuallearning style.

A pre-configured path may correspond to a recommended path for new usersthat enables new users linearly progress through recommended displaycombinations, such as those discussed above with respect to Table 1 orTable 2 (e.g., challenge, observe, focus, practice, and review). Such arecommended learning path may be a combination of views (e.g.,challenge, observe, focus, practice, and review) that will presentinformation to the user in an easy to comprehend format, which aids newusers unfamiliar with the many options on the training displaycombination controls. Progressing through each step of the path providesthe user a complete view of the content presented in a logical andefficient manner.

For example, the first step of a learning path may be a challenge stepwhich presents the user with the actual spoken challenge that the userwill practice responding to. In the challenge step, the video area 409Avideo player may be loaded with a corresponding module challenge video,and the text area may be left blank.

At the observe step, the video area 409A video player may be loaded witha corresponding module role model video and the text area with the fullscript. This enables the user to view and listen to the role model videowhile following along in the text script.

At the focus step, the video area 409A video player may be loaded with acorresponding module role model video and the text area with thecorresponding key elements (e.g., in numbered or bullet fashion) in therole model video, where the key elements should be included in a userresponse to a corresponding challenge, in the context of the user's ownlanguage.

At the practice step, the video area 409A video player may be loadedwith a corresponding module challenge video, and the text panel may beloaded with a record/playback control. The practice step enables theuser to verbally practice, aloud, in responding to the questions orstatements in the challenge video. The user may optionally record theuser's responses (video and/or audio recording), as similarly discussedelsewhere herein.

At the review step, the user's spoken response may be reviewed to ensurethat the response includes the corresponding key elements. To assist theuser in the review step, this, the video area 409A video player may beloaded with a corresponding module challenge video, and the text panelmay be loaded with the key elements. Optionally, the record/playbackcontrol may be displayed, enabling the user to playback a recording ofthe user's challenge responses while the key elements are displayed.

As the user navigates or is navigated forwards or backwards through thelearning path, the relevant content for each step will be automaticallyloaded to the video area 409A video player and the text area 405A. Asnoted above, optionally when the video loaded to the video playerchanges from a first video to a second video, the newly loaded videowill be automatically played by the video player.

As noted elsewhere herein, the recommended learning path is simply oneoption that moves the user through the content in an efficient anddirect manner. Once the user has become familiar with the learning pathand/or the disclosed system, the user may desire to customize the user'sexperience. Such customization may be reflected in the learning stepinterface 420A as illustrated in FIG. 4H.

For example, if the user recorded herself using the record/playbackcontrol, the user might want to load the role model video in the videoarea 409A video player to enable the user to compare the user'sperformance to the challenge responses in the role model video byplaying the role model video and then the user's own recorded version.

By way of further example, while the recommended learning path takes theuser through a sequential multi-step process, the user may want to seeother combinations of content that are not on the predefined path, andmay control the content and content flow accordingly. For example, theuser might want to perform a theater-style read through of a script of achallenge response, where the user plays a challenge video in the videoarea 409A video player to provide the user with the challenge cues, andhas the script displayed on the text area 405A. The user may then do a“read through” by reading the words in the script one or more times tobetter learn how to respond to the challenges.

When a user diverges from a predefined multi-step process path, thelearning step interface 420A may indicate that the user is performing acustom process which may reflect the user's current flow. Optionally,the learning step interface 420A may be modified to indicate recommendsteps that are being by-passed via the user's current flow. For example,with reference to FIG. 4H, the learning step interface 420A has a flowarrow labeled “custom view” that indicates the custom flow, where thelearning step interface 420A is rendered to indicate what step the userwill be navigated to if the user activates the previous or next controls(the challenge and focus steps respectively in this example). In thisexample, the “custom view” is placed above the “observe” state toindicate that the navigation will correspond to the navigation thatwould occur if the user was on the observe state. When in a “customview”, in one example, activation of the step in the learning stepinterface 420A will navigate the user to the challenge step with therole model video playing in the video area 409A video player, and thetext area 405A may be blank. Activation of the next displaycombination/step control 424A will navigate the user to the focus step,with the role model video playing in the video area 409A video player,and the text area 405A displaying key elements text. These are re-entrypoints into the predefined multi-step process, where the user activatesthe previous display combination/step control 422A control or the nextdisplay combination/step control 424A controls to return to thepredefined multi-step process path.

Optionally, the user may, continue to load whatever content the userwould like in the video area 409A video player and the text area 405Ausing the controls under each area—wandering on and off the learningpath in a freestyle form as may be desirable for more experienced users.

It is understood that while the foregoing user interfaces and processdescribed herein relate to training content for a police officer, suchinterfaces may be similarly used to train other users, such as bankers,sales people, call center operators, teachers, and the like. Further,the user of the user interfaces, and in particular, the dynamicnavigation flow interface, are not limited to use with training contentby may be utilized with other content, particularly content thatincludes multiple components, subcomponents, and sub-subcomponents.Further, the linear learning paths are optionally fully customizable andmay be altered to suit specific industry or learning needs. For example,the learning path may be different for bankers, law enforcement, retailpersonnel, etc., because the people, situations, and training needs maybe very different.

Thus, for example, methods and systems disclosed herein may optionallybe used as part of an enhanced cloud-based network training system toefficiently and consistently embed behavior, skills and knowledge intotrainees using enhanced navigation tools and processes. For example, acomputer-based system is disclosed that provides deliberate verbalpractice and rehearsal to provide behavioral embedding. The combinationof animation, audible speech, and text further reinforces the trainingcontent. It is understood, that optionally, the animations disclosedherein may be replaced with real actors. However, advantageously, theuser of animation enables more precise control of speakers in thevideos. For example, during the animation creation process, userinterfaces may be provided that enables an animator to select from amenu a desired faces, skin tone, ethnic group, body type, clothing,and/or background. Further, the storage of animation files may occupythis memory storage space than a live action video file.

By way of illustration, as discussed herein, the system is configurableto train users to respond to “challenges” (a statement or question byanother or a scenario that for which a response is to be provided). Thetraining system can include multiple training modules, wherein a modulecan include one or more challenges directed to a specific subject. Oncethe user has completed a practice component including the module'schallenges, the user may be evaluated on how well the user responds tochallenges, as described herein.

The practice component optionally includes a briefing component (e.g.,where the user will be textually told/shown what the user is to learn)and role model component where a role model video is rendereddemonstrating how a response to a challenge is properly done, with anaccurate articulation of the relevant elements, with the appropriatedelivery style (e.g., command presence). Optionally, a key elementscomponent displays more significant elements (e.g., key elements) thatthe user is to learn to respond to a given challenge, where the moresignificant elements are embedded in phrases included contextuallanguage. For example, the phrases may optionally include complete rolemodel language that can be used in responding to the challenge. Further,optionally the more significant elements are visually emphasized withrespect to the contextual language. It should be noted that optionally,the language of a “key element” within a given phrase does not have tobe contiguous language. Each phrase is optionally separately displayed(e.g., displayed on a separate line), with a visual emphasis element(e.g., a bullet or the like) displayed at the beginning of each phrase.Further, although certain examples herein refer to command presence inthe context of law enforcement training, other ‘delivery styles’ anddelivery style scorings may be utilized for other training scenarios(e.g., for a customer assistance agent, for a call center, for a banker,for medical personnel, etc.). Thus, in the law enforcement context, thedelivery style may be command presence, but in other applications thedelivery style may be confidence, empathy, body language, and/or otherappropriate response style and scoring of the same.

Unless the context indicates otherwise, the term “video” refers to ananalog or digital video comprising actual objects and people and/oranimations thereof with an audio track. For example, as discussedherein, an audio video presentation can include an animated avatar orother character that recites the role model language, challenges,instructions or other verbal content. In addition, while the avatar isreciting role model language, the key elements may optionally betextually displayed, without the surrounding contextual language. Thus,the avatar acts as an automated coach that demonstrates to the user, ina consistent and accurate manner, an example of how to respond to achallenge. The video component of a given user interface may optionallybe automatically played with the user interface is played and/or may beplayed in response to a user activating a play control.

The methods, systems, and/or user interfaces described herein mayoptionally be utilized in conjunction with methods, systems, and/or userinterfaces described in U.S. application Ser. No. 15/335,182, titled“SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVE SKILL TRAINING”, thecontent of which is incorporated herein by reference in its entirety.

The methods and processes described herein may have fewer or additionalsteps or states and the steps or states may be performed in a differentorder. Not all steps or states need to be reached. The methods andprocesses described herein may be embodied in, and fully or partiallyautomated via, software code modules executed by one or more generalpurpose computers, gaming consoles, smart televisions, etc. The codemodules may be stored in any type of computer-readable medium or othercomputer storage device. Some or all of the methods may alternatively beembodied in whole or in part in specialized computer hardware. Thesystems described herein may optionally include displays, user inputdevices (e.g., touchscreen, keyboard, mouse, voice recognition, etc.),network interfaces, etc.

The results of the disclosed methods may be stored in any type ofcomputer data repository, such as relational databases and flat filesystems that use volatile and/or non-volatile memory (e.g., magneticdisk storage, optical storage, EEPROM and/or solid state RAM).

The various illustrative logical blocks, modules, routines, andalgorithm steps described in connection with the embodiments disclosedherein can be implemented as electronic hardware, computer software, orcombinations of both. To clearly illustrate this interchangeability ofhardware and software, various illustrative components, blocks, modules,and steps have been described above generally in terms of theirfunctionality. Whether such functionality is implemented as hardware orsoftware depends upon the particular application and design constraintsimposed on the overall system. The described functionality can beimplemented in varying ways for each particular application, but suchimplementation decisions should not be interpreted as causing adeparture from the scope of the disclosure.

Moreover, the various illustrative logical blocks and modules describedin connection with the embodiments disclosed herein can be implementedor performed by a machine, such as a processor device, a digital signalprocessor (DSP), an application specific integrated circuit (ASIC), afield programmable gate array (FPGA) or other programmable logic device,discrete gate or transistor logic, discrete hardware components, or anycombination thereof designed to perform the functions described herein.A processor device can be a microprocessor, but in the alternative, theprocessor device can be a controller, microcontroller, or state machine,combinations of the same, or the like. A processor device can includeelectrical circuitry configured to process computer-executableinstructions. In another embodiment, a processor device includes an FPGAor other programmable device that performs logic operations withoutprocessing computer-executable instructions. A processor device can alsobe implemented as a combination of computing devices, e.g., acombination of a DSP and a microprocessor, a plurality ofmicroprocessors, one or more microprocessors in conjunction with a DSPcore, or any other such configuration. Although described hereinprimarily with respect to digital technology, a processor device mayalso include primarily analog components. For example, some or all ofthe rendering techniques described herein may be implemented in analogcircuitry or mixed analog and digital circuitry. A computing environmentcan include any type of computer system, including, but not limited to,a computer system based on a microprocessor, a mainframe computer, adigital signal processor, a portable computing device, a devicecontroller, or a computational engine within an appliance, to name afew.

The elements of a method, process, routine, or algorithm described inconnection with the embodiments disclosed herein can be embodieddirectly in hardware, in a software module executed by a processordevice, or in a combination of the two. A software module can reside inRAM memory, flash memory, ROM memory, EPROM memory, EEPROM memory,registers, hard disk, a removable disk, a CD-ROM, or any other form of anon-transitory computer-readable storage medium. An exemplary storagemedium can be coupled to the processor device such that the processordevice can read information from, and write information to, the storagemedium. In the alternative, the storage medium can be integer to theprocessor device. The processor device and the storage medium can residein an ASIC. The ASIC can reside in a user terminal. In the alternative,the processor device and the storage medium can reside as discretecomponents in a user terminal.

Conditional language used herein, such as, among others, “can,” “may,”“might,” “may,” “e.g.,” and the like, unless specifically statedotherwise, or otherwise understood within the context as used, isgenerally intended to convey that certain embodiments include, whileother embodiments do not include, certain features, elements and/orsteps. Thus, such conditional language is not generally intended toimply that features, elements and/or steps are in any way required forone or more embodiments or that one or more embodiments necessarilyinclude logic for deciding, with or without other input or prompting,whether these features, elements and/or steps are included or are to beperformed in any particular embodiment. The terms “comprising,”“including,” “having,” and the like are synonymous and are usedinclusively, in an open-ended fashion, and do not exclude additionalelements, features, acts, operations, and so forth. Also, the term “or”is used in its inclusive sense (and not in its exclusive sense) so thatwhen used, for example, to connect a list of elements, the term “or”means one, some, or all of the elements in the list.

Disjunctive language such as the phrase “at least one of X, Y, Z,”unless specifically stated otherwise, is otherwise understood with thecontext as used in general to present that an item, term, etc., may beeither X, Y, or Z, or any combination thereof (e.g., X, Y, and/or Z).Thus, such disjunctive language is not generally intended to, and shouldnot, imply that certain embodiments require at least one of X, at leastone of Y, or at least one of Z to each be present.

While the phrase “click” may be used with respect to a user selecting acontrol, menu selection, or the like, other user inputs may be used,such as voice commands, text entry, gestures, etc. For example, a clickmay be in the form of a user touch (via finger or stylus) on a touchscreen, or in the form of a user moving a cursor (using a mouse ofkeyboard navigation keys) to a displayed object and activating aphysical control (e.g., a mouse button or keyboard key). User inputsmay, by way of example, be provided via an interface or in response to aprompt (e.g., a voice or text prompt). By way of example an interfacemay include text fields, wherein a user provides input by entering textinto the field. By way of further example, a user input may be receivedvia a menu selection (e.g., a drop down menu, a list or otherarrangement via which the user can check via a check box or otherwisemake a selection or selections, a group of individually selectableicons, a menu selection made via an interactive voice response system,etc.). When the user provides an input or activates a control, acorresponding computing system may perform a corresponding operation(e.g., store the user input, process the user input, provide a responseto the user input, etc.). Some or all of the data, inputs andinstructions provided by a user may optionally be stored in a systemdata store (e.g., a database), from which the system may access andretrieve such data, inputs, and instructions. The notifications and userinterfaces described herein may be provided via a Web page, a dedicatedor non-dedicated phone application, computer application, a shortmessaging service message (e.g., SMS, MMS, etc.), instant messaging,email, push notification, audibly, and/or otherwise.

The user terminals described herein may be in the form of a mobilecommunication device (e.g., a cell phone, a VoIP equipped mobile device,etc.), laptop, tablet computer, interactive television, game console,media streaming device, head-wearable display, virtual realitydisplay/headset, augmented reality display/headset, networked watch,etc. The user terminals may optionally include displays, user inputdevices (e.g., touchscreen, keyboard, mouse, voice recognition, etc.),network interfaces, etc.

While the above detailed description has shown, described, and pointedout novel features as applied to various embodiments, it can beunderstood that various omissions, substitutions, and changes in theform and details of the devices or algorithms illustrated can be madewithout departing from the spirit of the disclosure. As can berecognized, certain embodiments described herein can be embodied withina form that does not provide all of the features and benefits set forthherein, as some features can be used or practiced separately fromothers.

What is claimed is:
 1. A system, comprising: a processing device; acomputer readable medium that stores programmatic instructions that,when executed by the processing device, are configured to cause thesystem to perform operations comprising: detect a selection of amultimedia module comprising a plurality of components including a firstcomponent and a second component, the second component comprising aplurality of subcomponents including a first subcomponent correspondingto a first content type, a second subcomponent corresponding to a secondcontent type, and a third subcomponent corresponding to a third contenttype; render, during a first mode of operation, a dynamic, graphical,navigation flow control in association with first multimedia content ofthe multimedia module, wherein the rendered dynamic, graphical,navigation flow control indicates the plurality of components andvisually emphasizes the first component, the first componentcorresponding to a first current navigation position; store a firstresult to memory obtained by execution of an interactive event duringthe first mode of operation; based at least on the first result, enter asecond mode of operation; and re-render, during the second mode ofoperation, the dynamic, graphical, navigation flow control inassociation while the first content type and the second content typesare displayed, and the third content type is not displayed; wherein there-rendered dynamic navigation flow control indicates the plurality ofcomponents and the plurality of subcomponents of the second component,and indicates a second current navigation position by visuallyemphasizing the first subcomponent of the second component correspondingto the displayed first content type, the second subcomponent of thesecond component corresponding to the displayed second content type, andnot visually emphasizing the third subcomponent of the second component.2. The system as defined in claim 1, wherein the dynamic, graphical,navigation flow control comprises a plurality of links to a first userinterface, the first user interface comprising: a first panel comprisinga video player configured to selectively play video content, where aplurality of items of video content to be played via the first panelvideo player are preloaded; a second panel configured to selectivelydisplay at least: first static content comprising text, or a videoplayer configured to play real-time video of a user while the video ofthe user is being recorded; wherein activation of a first link of thedynamic navigation flow control causes: a first video, included in theplurality of items of preloaded video content, to be displayed by thevideo player in the first panel, and first text to be displayed in thesecond panel; wherein activation of a second link of the dynamicnavigation flow control causes: a second video to be displayed by thevideo player in the first panel, and second text to be displayed in thesecond panel.
 3. The system as defined in claim 1, wherein the dynamic,graphical, navigation flow control comprises a plurality of links torespective interfaces, wherein activation of a given link causes arespective interface to be rendered.
 4. The system as defined in claim1, wherein: during the first mode, the first component is expanded torender one or more subcomponents of the first component, and the secondcomponent is rendered without rendering any subcomponents of the secondcomponent, during the second mode, the second component is expanded torender the plurality of subcomponents of the second component, and thefirst component is rendered without rendering any subcomponents of thefirst component.
 5. The system as defined in claim 1, the operationsfurther comprising enabling a hierarchical navigation interface to berendered in a sidebar visual displaced from the dynamic, graphical,navigation flow control.
 6. The system as defined in claim 1, whereinthe dynamic, graphical, navigation flow control rendered during thefirst mode of operation in association with the first multimediacontent, is rendered in a user interface in association with: a firstcontrol positioned on a bottom left-hand side of the user interface andaccessible to a left user thumb when displayed on a handheld devicecomprising a touch display, and a second control positioned on a bottomright-hand side of the user interface and accessible to a right userthumb when displayed on the handheld device comprising the touchdisplay.
 7. The system as defined in claim 1, wherein the multimediamodule comprises briefing, practice, and evaluation media.
 8. The systemas defined in claim 1, wherein the multimedia module comprises animatedcharacters whose lip, hand, limb movement are synchronized with an audiotrack.
 9. A system, comprising: a processing device; a computer readablemedium that stores programmatic instructions that, when executed by theprocessing device, are configured to cause the system to performoperations comprising: detect a selection of a multimedia module;render, during a first mode of operation, a dynamic navigation flowcontrol in association with first multimedia content of the multimediamodule, wherein the rendered dynamic navigation flow control indicates afirst current navigation position; store a first result to memoryobtained by execution of an interactive event during the first mode ofoperation; based at least on the first result, enter a second mode ofoperation; and re-render, during the second mode of operation, thedynamic navigation flow control in association with second multimediacontent of the multimedia module, wherein the re-rendered dynamicnavigation flow control indicates a second navigation positioncorresponding to a second current navigation position, wherein thesystem is configured to render a first interface comprising: amulti-segment video recording-playback set of controls and indicatorscomprising: a standby indicator, a camera activation control, a videocontent erase control, a play control, a microphone indicator; wherein:at least partly in response to activation of the record control, therecord control, the camera control, and the microphone indicator arevisually emphasized, at least partly in response to activation of theplayback control, the playback control, the camera control, and themicrophone indicator are visually emphasized.
 10. A system, comprising:a processing device; a computer readable medium that stores programmaticinstructions that, when executed by the processing device, areconfigured to cause the system to perform operations comprising: detecta selection of a multimedia module; render, during a first mode ofoperation, a dynamic navigation flow control in association with firstmultimedia content of the multimedia module, wherein the rendereddynamic navigation flow control indicates a first current navigationposition; store a first result to memory obtained by execution of aninteractive event during the first mode of operation; based at least onthe first result, enter a second mode of operation; and re-render,during the second mode of operation, the dynamic navigation flow controlin association with second multimedia content of the multimedia module,wherein the re-rendered dynamic navigation flow control indicates asecond navigation position corresponding to a second current navigationposition, and wherein the system is configured to render a process stepinterface displaced from the dynamic navigation flow control, theprocess step interface comprising: a recommended process flow interface,including: a plurality of sequential process state entries, a previousstate control, which when activated, causes the user to be navigated toa previous process state in the recommended process flow interface, anext state control, which when activated, causes the user to benavigated to a subsequent process state in the recommended process flowinterface; wherein the system is configured to detect when a userdeviates from the recommended process flow interface, and in response,generate a corresponding deviation notification, and modify therecommended process flow interface in the process step interface toindicate a process flow state being skipped by the user. 11.Non-transitory computer readable medium that stores programmaticinstructions that, when executed by a processing device, are configuredto cause the processing device to perform operations comprising: detecta selection of a multimedia module via a user input device comprising aplurality of components including a first component and a secondcomponent, the second component comprising a plurality of subcomponentsincluding a first subcomponent corresponding to a first content type, asecond subcomponent corresponding to a second content type, and a thirdsubcomponent corresponding to a third content type; enable, during afirst mode of operation, a dynamic, graphical, navigation flow controlto be rendered in association with first multimedia content of themultimedia module, wherein the rendered dynamic, graphical, navigationflow control indicates the plurality of components and visuallyemphasizes the first component, the first component corresponding to afirst current navigation position; enable a first result to storedmemory obtained by execution of an interactive event during the firstmode of operation; enable a second mode of operation to be entered basedat least in part on the first result; and enable the dynamic, graphical,navigation flow control to be re-rendered, during the second mode ofoperation, while the first content type and the second content types aredisplayed, wherein the re-rendered dynamic, graphical, navigation flowcontrol indicates the plurality of components and the plurality ofsubcomponents of the second component, and visually emphasizes the firstsubcomponent of the second component corresponding to the displayedfirst content type, the second subcomponent of the second componentcorresponding to the displayed second content type, and does notvisually emphasize the third subcomponent of the second component. 12.The non-transitory computer readable medium as defined in claim 11,wherein the dynamic, graphical, navigation flow control comprises aplurality of links to a first user interface, the first user interfacecomprising: a first area comprising a video player configured toselectively play video content; a second area configured to selectivelydisplay at least: first static content comprising text, or a videoplayer configured to play real-time video of a user while the video ofthe user is being recorded; wherein activation of a first link of thedynamic, graphical, navigation flow control causes: a first video to bedisplayed by the video player in the first area, and first text to bedisplayed in the second area; wherein activation of a second link of thedynamic, graphical, navigation flow control causes: a second video to bedisplayed by the video player in the first area, and second text to bedisplayed in the second area.
 13. The non-transitory computer readablemedium as defined in claim 11, wherein the dynamic, graphical,navigation flow control comprises a plurality of links to respectiveinterfaces, wherein activation of a given link causes a respectiveinterface to be rendered.
 14. The non-transitory computer readablemedium as defined in claim 11, wherein: during the first mode, the firstcomponent is expanded to render one or more subcomponents of the firstcomponent, and the second component is rendered without rendering anysubcomponents of the second component, during the second mode, thesecond component is expanded to render the plurality of subcomponents ofthe second component, and the first component is rendered withoutrendering any subcomponents of the first component.
 15. Thenon-transitory computer readable medium as defined in claim 11, theoperations further comprising enabling a hierarchical navigationinterface to be rendered in a sidebar visual displaced from the dynamic,graphical, navigation flow control.
 16. The non-transitory computerreadable medium as defined in claim 11, wherein the dynamic, graphical,navigation flow control rendered during the first mode of operation inassociation with the first multimedia content, is rendered in a userinterface in association with: a first control positioned towards abottom left-hand side of the user interface and accessible to a leftuser thumb when displayed on a handheld device comprising a touchdisplay, and a second control positioned on a bottom right-hand side ofthe user interface and accessible to a right user thumb when displayedon the handheld device comprising the touch display.
 17. Thenon-transitory computer readable medium as defined in claim 11, whereinthe multimedia module comprises briefing, practice, and evaluationmedia.
 18. The non-transitory computer readable medium as defined inclaim 11, wherein the multimedia module comprises animated characterswhose lip, hand, limb movement are synchronized with an audio track. 19.Non-transitory computer readable medium that stores programmaticinstructions that, when executed by a processing device, are configuredto cause the processing device to perform operations comprising: detecta selection of a multimedia module via a user input device; enable,during a first mode of operation, a dynamic navigation flow control tobe rendered in association with first multimedia content of themultimedia module, wherein the rendered dynamic navigation flow controlindicates a first current navigation position; enable a first result tostored memory obtained by execution of an interactive event during thefirst mode of operation; enable a second mode of operation to be enteredbased at least in part on the first result; enable the dynamicnavigation flow control to be re-rendered, during the second mode ofoperation, in association with second multimedia content of themultimedia module, wherein the re-rendered dynamic navigation flowcontrol indicates a second navigation position corresponding to a secondcurrent navigation position; render a first interface comprising: amulti-segment video recording-playback set of controls and indicatorscomprising: a standby indicator, a camera activation control, a videocontent erase control, a play control, a microphone indicator; wherein:at least partly in response to activation of the record control, therecord control, the camera control, and the microphone indicator arevisually emphasized, at least partly in response to activation of theplayback control, the playback control, the camera control, and themicrophone indicator are visually emphasized.
 20. Non-transitorycomputer readable medium that stores programmatic instructions that,when executed by a processing device, are configured to cause theprocessing device to perform operations comprising: detect a selectionof a multimedia module via a user input device; enable, during a firstmode of operation, a dynamic navigation flow control to be rendered inassociation with first multimedia content of the multimedia module,wherein the rendered dynamic navigation flow control indicates a firstcurrent navigation position; enable a first result to stored memoryobtained by execution of an interactive event during the first mode ofoperation; enable a second mode of operation to be entered based atleast in part on the first result; enable the dynamic navigation flowcontrol to be re-rendered, during the second mode of operation, inassociation with second multimedia content of the multimedia module,wherein the re-rendered dynamic navigation flow control indicates asecond navigation position corresponding to a second current navigationposition; render a process step interface displaced from the dynamicnavigation flow control, the process step interface comprising: arecommended process flow interface, including: a plurality of sequentialprocess state entries, a previous state control, which when activated,causes the user to be navigated to a previous process state in therecommended process flow interface, a next state control, which whenactivated, causes the user to be navigated to a subsequent process statein the recommended process flow interface; wherein the operations areconfigured to detect when a user deviates from the recommended processflow interface, and in response, generate a corresponding deviationnotification, and modify the recommended process flow interface in theprocess step interface to indicate a process flow state being skipped bythe user.
 21. A computer implemented method, the method comprising:detecting, using a computerized system, a selection of a multimediamodule, wherein the select is made via a user input device comprising aplurality of components including a first component and a secondcomponent, the second component comprising a plurality of subcomponentsincluding a first subcomponent corresponding to a first content type, asecond subcomponent corresponding to a second content type, and a thirdsubcomponent corresponding to a third content type; using thecomputerized system, enabling during a first mode of operation, adynamic, graphical, navigation flow control to be rendered inassociation with first multimedia content of the multimedia module,wherein the rendered dynamic, graphical, navigation flow controlindicates a first current navigation position the plurality ofcomponents and visually emphasizes the first component, the firstcomponent corresponding to; using the computerized system, enabling afirst result to stored memory obtained by execution of an interactiveevent during the first mode of operation; using the computerized system,enabling a second mode of operation to be entered based at least in parton the first result; and using the computerized system, enabling thedynamic, graphical, navigation flow control to be re-rendered, duringthe second mode of operation, while the first content type and thesecond content types are displayed, wherein the re-rendered dynamic,graphical, navigation flow control indicates the plurality of componentsand the plurality of subcomponents of the second component, and visuallyemphasizes the first subcomponent of the second component correspondingto the displayed first content type, the second subcomponent of thesecond component corresponding to the displayed second content type, anddoes not visually emphasize the third subcomponent of the secondcomponent.
 22. The computer implemented method as defined in claim 21,wherein the dynamic, graphical, navigation flow control comprises aplurality of links to a first user interface, the first user interfacecomprising: a first area comprising a video player configured toselectively play video content; a second area configured to selectivelydisplay at least: first static content comprising text, or a videoplayer configured to play real-time video of a user while the video ofthe user is being recorded; wherein activation of a first link of thedynamic, graphical, navigation flow control causes: a first video to bedisplayed by the video player in the first area, and first text to bedisplayed in the second area; wherein activation of a second link of thedynamic, graphical, navigation flow control causes: a second video to bedisplayed by the video player in the first area, and second text to bedisplayed in the second area.
 23. The computer implemented method asdefined in claim 21, wherein the dynamic, graphical, navigation flowcontrol comprises a plurality of links to respective interfaces, whereinactivation of a given link causes a respective interface to be rendered.24. The computer implemented method as defined in claim 21, wherein:during the first mode, the first component is expanded to render one ormore subcomponents of the first component, and the second component isrendered without rendering any subcomponents of the second component,during the second mode, the second component is expanded to render theplurality of subcomponents of the second component, and the firstcomponent is rendered without rendering any subcomponents of the firstcomponent.
 25. The computer implemented method as defined in claim 21,the method further comprising enabling a hierarchical direct navigationinterface to be rendered, the direction navigation interface visuallydisplaced from the dynamic, graphical, navigation flow control.
 26. Thenon-transitory computer readable medium as defined in claim 11, whereinthe dynamic, graphical, navigation flow control rendered during thefirst mode of operation in association with the first multimediacontent, is rendered in a user interface in association with: a firstcontrol positioned towards a bottom left-hand side of the user interfaceand accessible to a left user thumb when displayed on a handheld devicecomprising a touch display, and a second control positioned on a bottomright-hand side of the user interface and accessible to a right userthumb when displayed on the handheld device comprising the touchdisplay.
 27. The computer implemented method as defined in claim 21wherein the multimedia module comprises briefing, practice, andevaluation media.
 28. The computer implemented method as defined inclaim 21, wherein the multimedia module comprises animated characterswhose lip, hand, limb movement are synchronized with an audio track. 29.A computer implemented method, the method comprising: detecting, using acomputerized system, a selection of a multimedia module, wherein theselect is made via a user input device; using the computerized system,enabling during a first mode of operation, a dynamic navigation flowcontrol to be rendered in association with first multimedia content ofthe multimedia module, wherein the rendered dynamic navigation flowcontrol indicates a first current navigation position; using thecomputerized system, enabling a first result to stored memory obtainedby execution of an interactive event during the first mode of operation;using the computerized system, enabling a second mode of operation to beentered based at least in part on the first result; using thecomputerized system, enabling the dynamic navigation flow control to bere-rendered, during the second mode of operation, in association withsecond multimedia content of the multimedia module, wherein there-rendered dynamic navigation flow control indicates a secondnavigation position corresponding to a second current navigationposition; rendering a first interface comprising: a multi-segment videorecording-playback set of controls and indicators comprising: a standbyindicator, a camera activation control, a video content erase control, aplay control, a microphone indicator; wherein: at least partly inresponse to activation of the record control, the record control, thecamera control, and the microphone indicator are visually emphasized, atleast partly in response to activation of the playback control, theplayback control, the camera control, and the microphone indicator arevisually emphasized.
 30. A computer implemented method, the methodcomprising: detecting, using a computerized system, a selection of amultimedia module, wherein the select is made via a user input device;using the computerized system, enabling during a first mode ofoperation, a dynamic navigation flow control to be rendered inassociation with first multimedia content of the multimedia module,wherein the rendered dynamic navigation flow control indicates a firstcurrent navigation position; using the computerized system, enabling afirst result to stored memory obtained by execution of an interactiveevent during the first mode of operation; using the computerized system,enabling a second mode of operation to be entered based at least in parton the first result; using the computerized system, enabling the dynamicnavigation flow control to be re-rendered, during the second mode ofoperation, in association with second multimedia content of themultimedia module, wherein the re-rendered dynamic navigation flowcontrol indicates a second navigation position corresponding to a secondcurrent navigation position; rendering a process step interface separatefrom the dynamic navigation flow control, the process step interfacecomprising: a recommended process flow interface, including: a pluralityof sequential process state entries, a previous state control, whichwhen activated, causes the user to be navigated to a previous processstate in the recommended process flow interface, a next state control,which when activated, causes the user to be navigated to a subsequentprocess state in the recommended process flow interface; detecting whena user deviates from the recommended process flow interface, and inresponse, generating a corresponding deviation notification, andmodifying the recommended process flow interface in the process stepinterface to indicate a process flow state being skipped by the user.